Flipped Classroom for Geometry and Algebra 1:
- Process:
- We wanted to create a venue where students didn't have to go home to do homework, get stuck, get frustrated, and give up.
- We wanted to help teach students how to take notes, and to value the importance of taking notes and using them.
- Lastly we wanted to provide a system where we, the teachers, were not bogged down by grading and could focus on helping students succeed.
- Teacher Daily Responsibilities:
- Give students notes for the entire Unit
- Post videos on Edmodo/YouTube for students to watch at home/in tutorials
- Provide Question/Answer Time in class
- Provide an activity/exercise that allows students to practice their new knowledge
- Student Daily Responsibilities:
- Watch Video and Fill out notes- ask question if they have it
- Come to class prepared to ask questions
- Practice Skills in class
- Grade practice and ask questions about incorrect answers
- Take a quiz over each section/skill set/ topic (in class only) - must obtain an 85% mastery level
- Come to tutorials to ask questions and re-take quizzes until an 85% mastery level is reached
- Technology We're Using
- Edmodo- Post Videos and Practice/Exercise Assignments
- YouTube- Secondary place to post videos
- Moodle (Ole)- Online Quizzing and Testing
- Teacher Responsibilities for Each Unit
- Have all notes prepared BEFORE 1st day of a unit and give notes to the students.
- Have all videos prepared days BEFORE the students need to watch it.
- Create (take from previous years) 20 questions for section/skill set/topic to go into the "Question Bank"
- Half Level 1
- Half Level 2
- Create quizzes for each section/skill set/ topic prior to students learning that topic
- Provide opportunities for students to retake quizzes (tutorials) and CELEBRATE when they reach mastery!!!
- Ideal Situation
- 85% of students watch the video when assigned
- Students are on a flexible schedule where if they want to move faster they can, and time is built in for students who need more time on certain topics. However there is a set beginning and ending date per Unit.
- The classroom geography would be arranged to foster a flexible schedule:
- Students who finish early work on a Level 3 mini-project that will count as 10 points on their test.
- Students who do not ever get to the mini-project will only earn a maximum of 90% on their test.
- Reality
- Regular Geometry Classes:
- 60% of students regularly watch videos when assigned
- Therefore, I have students work on a warm-up each day while I walk around and check who took notes. If they did, they earn 10/10pt, if not they get a 0.
- Students can earn points back by going to watch the videos on their own time and showing me the notes the next day(s) in class.
- Students were not able to handle the flexible schedule well, and therefore we all work on the same topic on the same day. Students who want to move ahead may do so though.
- Geometry has not gotten to a point where the mini-project is a reality, but the Algebra team has.
- 60% of students regularly watch videos when assigned
- Pre-Ap Geometry Classes:
- Once I began taking grades on notes, 95% of students regularly watch videos
- We hope to begin the flexible scheduling second semester now that the students have the hang of it.
- Students have a day or two to work on the mini-project which is due on test day. (This is actually a lot of fun!)
- Some students still choose not to do the mini-project and therefore have a 90% maximum grade on each test.
- Regular Geometry Classes:
- Plus/Delta
- What will I do differently
- Next year I will begin the year by easing the students in, instead of throwing them in on the first day!
- Next year I will set my tutorials more firmly in the beginning so that students know for sure when to come find me, and when to go see another teacher.
- Next year I will hopefully not be creating all new lessons, but tweeking the ones already made this year.
- Next year I hope to be able to get my students to the mini-project prior to second semester.
- Next year I will focus less on surviving and more on creating innovative classroom experiences
- Difference it has made in your classroom
- I love it. I hope I never have to go back to the Traditional Classroom.
- I get to celebrate with every student when he/she finally obtains mastery!
- It has changed my views on Formative Assessment. Students struggle until they reach mastery, and THEN test.
- I am very clear about each students strengths and weaknesses and I have tons of data to back it up.
- I have a working venue of communication with my students...
